tS 


TEACHERS 
i!i?;N\/AL5 


I 


^ 


No.  11. 

THE  ARGUMENT 


cyjy, 


FOR 


MANUAL 
TRAINING 


\.s  Murray  Butlex 

l^resident  of  Coliimibia  Univcfsity. 
WITH  A  COURsk  OF  STUDY 

EL-KELLOGGC/-CO 

NEWyoRK-  ty.  CHIC7RGO 


Kellogg 


1.     Tea 

144  large  pages  elaborately 


's    Catalogs 


F^or  Ueacherj!,  Schools t  and  Cultured  Homes. 


TBACHE'RS' 
CATALOG 

Te«h«n'  Panodlctls, 
Suppleawntsry  Re«Jltig, 
^iP       Books  on  PediiiDn, 

-    School    LlNVflM, 
School  Singing  BookSt 
Klodenttma  Gi>ndi, 
BUckboan)  Snivlli, 
Helps  ind   AlJi  fo 

E.  L.  KELLOGG  f<Q.  CO, 

•I  BMt  NWk  awMi 


.chers'  Catalog. 

_    .   _  ( lescriptive  of  books  and  reqtuisites  for  pro- 

gressive teachers,  chiefly  o\n\  own  publications.   2c.  , 

1  2.     New  Century  Catalog. 

/  Classified  descriptions  of  the  IfiOO  be^^t 
pooTvS  and  aids  for  teachers.  Enftruthf  o 
important  and  recent  of  all  pubhahers 
wo  pages.    2c. 

13.    Kellpgg's  Entertainment 
Catalog. 

■  Speakers,  Dialog  books,  Drills,  and 
liMarcbes,  Motion  Songs,  School  Plays, 
'rableaus,  Mock  Trials,  Cantatas,  Oper- 
ettas,  Musical  Entertainments,  etc.,  4s  pp. 

4.  Teachers'   Library  List. 

Selected  libraries  for  systematic  study 
and  reference,  sold  on  installments  or 
for  cash. 

5.  School   Library  Catalog. 

Nearly  '000  of  the  best  and  most  pop- 
ular books,  at  lowest  pos.sibl^  cost. 

6.     Popular  Classics  and 

,  Classic  Fiction. 

'    The  world's  best  books,  in  paper  ooverf; 
„     ^  ,  (at  marv^lously  low  cost— .3c.  to  1.5c.  each: 

for  home  and  school.     Excellent  for  supplementary  reading. 

7.    School  Singing  ISooks 

Full  descriptions  of  all  popular  books  in 
this  field,  with  their  lowest  co.s't. 

8.  Brow^n's^  Famous  I^ictures. 

Fine  artistic  reproductions,  at  the  mar- 
velously  low  cost  of  ic.  to  lOc.  each,  of 
of  about  ^..-iOO  portraits  of  famous  people, 
theu-  homes,  historical  scenes,  the  best 
representation  of  the  art  of  iill  uatione 
ami  times.    2c. 

9.  Blackboard  StencSil   List. 

For  Hlack1)oard  and  Slate,    (.'ominginto 
universal  use;   most  helpful  in  teaching,  . 
eBpccially  to  teachers  without  Jipecial  skfll 
in  drawing.  \ 

10.  Schoo(-Room  Portraits. 

Excellent  for  school -room  necoration 
and  for  teaching  by  noble  exammle. 

11.  General  Literature  Pop- 
ular and  Standard. 

History  Hiouraphy,  Scionce .  FVtion.the 
world  (.f  K'ttcrH  generally.  The  nV-)Ht  com- 
plete Hingle  collfction  ever  maiUe,  espe- 
cially of  low-priced  editions. 


SptaKfj. 

■DrilU  and  Mar 
Moticn  Senjii. 
School  riay4. 
Tabi»oujr. 
MocK  TriaU. 


AT    LOWEST    COST         "  f"  njinch  the  largeHt  publishers  and  doHlers  in 
.,    ,  ,      .,  ,.  .    *    "'"■   special   lines  roachine,  yearly,  monthly,  anil 

Zl  ,'  w"  *"""  ','\''  PeriodicalH.  hnad  reda  of  thouxands  of  teacherH  of  t  be  United 
niatea.     wo  are  alile  to  give  our  patroiks  the  lowest  obtainable  prices.    Addres!', 

E.  L.  KELLOGG  &  CO. /tef-i'err  61 E-  9th  St .  N  Y 


THE  ARGUMENT 


FOK 


MANUAL  TRAINING. 


BY 

NICHOLAS  MURRAY  BUTLER,  M.A.,  PH.D., 

PBXSIDENT  OF  THB  COLLBGB  FOR  THE  TRAINING  OF  TEACHERS,  NEW  YORK  CITY  J 

LECTURKR  ON  THB  HISTORY  AND  INSTITUTBS  OP  EDUCATION 

IN  COLUMBIA  COLLBGB. 


New  York  and  Chicago  : 

E.  L.  KELLOGG   &   CO. 

1888. 


I  stack 

Annex 

I  CageL 

The  following  paper  was  prepared  at  the  request 
of  the  officers  of  the  American  Institute  of  Instruc- 
tion, and  ivas  read  at  the  meeting  of  that  body  at 
Newport,   R.   /.,  July    12,   1888. 

M   M.   B. 

9  University  Place,  New  York  City, 
October  1,  1888. 


Copyright,   1888,  by  Nicholas   Murray  Butler. 


There  being  sufficient  room,  the  publishers  have  given 
the  course  of  study  in  Manual  Training  employed  in  the 
Jamestown  {N.  Y.)  public  schools,  as  an  appendix. 


THE  ARGUMENT  FOR  MANUAL  TRAINING. 


No  phase  of  the  history  of  civilization  is  more  in- 
teresting than  that  which  deals  with  the  theory  and 
practice  of  education.  In  the  educational  theory  of 
an  age  we  find  the  summation  of  its  philosophy  ;  in 
the  educational  practice,  an  epitome  of  its  activities. 
The  school  is  a  microcosm,  and  properly  studied  it 
will  furnish  us  the  clue  to  the  proper  estimation  of 
the  status  of  every  problem  that  vexed  a  particular 
generation.  It  will  not  solve  those  problems,  but  it 
will  tell  us  how  its  contemporaries  tried  to  solve 
them.  The  reason  for  this  is  that  the  school  is  the 
point  of  contact  between  each  generation  and  its 
successor.  It  is  the  only  point  at  which  one  gene- 
ration meets  its  successor  systematically  and  with  a 
definite  purpose  in  view.  And  to  the  attainment  of 
this  purpose — the  preparation  of  the  rising  generation 
to  take  its  place  in  life — it  brings  all  its  best  energies 
and  all  its  ripest  experience. 

There  is  much  confusion  in  the  popular  mind  be- 
tween the  end  and  the  means  of  educa- 
tion,  and    this    confusion    effectually^***  *°^  *°**  *^* 

,  ^L      means  of  edu- 
prevents  any  proper  estimation  of  the 

,  ,     ,       ,  ,       ,  cation, 

meaning   and    the   lessons    of   educa- 
tional history.     Unless  this  confusion  is  removed  it 

(3) 

840333 


374  MANUAL    TRAINING. 

W(ill  be  impossible  to  understand  the  latest  develop- 
n;ent  of  pedagogic  thought,  the  one  which  we  are  to 
<:onsider  briefly  in  this  paper. 

The  immediate  end  in  all  formal  education  is  the 

development  of  the  mind's  powers  and 
The  means  of  capacities.  This  end  is  always  the 
education  vary  ,  .  ,         ^       t,, 

-  ^  same  and  is  never  absent.      1  he  means 

from  age  to  age. 

of  education,  on   the  other  hand,  are 

continually  changing  and  depend  upon  two  varying 
factors — our  knowledge  of  the  child's  mind  and  the 
character  of  its  environment.  These  two  factors  vary 
with  the  progress  of  knowledge,  and  are  not  quite  the 
same  in  two  consecutive  decades,  probably  wholly 
different  in  two  coi:secutive  centuries.  The  psy- 
chology of  Descartes  is  not  that  of  Aristotle,  nor  is 
the  psychology  of  Locke  that  of  Descartes:  and 
neither  Aristotle,  Descartes,  nor  Locke  approximated 
tht  knowledge  of  the  working  of  the  human  mind 
that  we  possess  to-day.  The  changed  conditions  of 
practical  life  and  the  altered  characteristics  of  civil- 
ization are  even  more  marked  than  the  advances  in 
mental  science.  It  is  far  easier  to  contrast  than  to 
coaipare  the  civilization  of  Greece  at  the  time  of 
Socrates,  of  England  at  the  time  of  the  Stuarts,  and 
that  of  the  New  World  to-day.  The  magnitude  of 
the  changes  iand  the'r  rapidity  do  not  admit  of  ap- 
propriate expression  and  defy  the  power  of  statistics 
to  portray.  It  is  plain,  then,  that  the  means  of  educa- 
tion,— what  is  sometimes  called  i*:s  content  as  dis- 
tinguished from  its  form,— «;i'o'ii<f  end  must  vai**  to 

u» 


PROGRESS   IS   CONTINUOUS.  375 

keep  pace  with  our  widening  knowledge  and  our 
broadening  and  deepening  civilization.  Some  diffi- 
culty is  found  in  making  this  argument  plain,  especi- 
ally to  teachers.  They  are  quite  unwilling,  very 
often,  to  believe  that  the  curriculum  in  which  they 
themselves  were  trained  and  on  which  they  are  now 

actively  at  work,  is  not  the  best — or  at 

11  *  A  u  f  •    ^   c    Progress  in  edu- 

all  events  good  enough  for  an  inden-     ,."•    , 

=  °  cational  practice, 

nite   length  of  time.      Many  of  them 

would  doubtless  be  considerably  surprised  could  they 
see  clearly  what  changes  are  wrought  almost  an- 
nually. The  course  of  study  in  the  common  school 
to-day  is  not  just  what  it  was  ten  years  ago,  and  any 
comparison  between  our  school  programmes  and  those 
of  Horace  Mann  would  exhibit  a  striking  diversity. 
This  diversity  is  even  more  marked  in  the  manner  of 
imparting  the  instruction  than  in  the  material  im- 
parted. The  truth  is  that  progress  in  this,  as  in  other 
matters,  goes  on  without  our  knowing  it,  and  it  is 
only  after  the  lapse  of  considerable  time  that  the 
visible  effects  of  this  progress  engage  our  attention. 
It  would   be   a  gross  error   for   those  who  attach 

themselves  to  a  new  educational  move- 

, .  Progress  is  con- 

ment,  to  denounce  preceding  systems        ^. 

and  conditions  as  misleading,  worth- 
less, bad.  The  most  beautiful  flower  depends  for  its 
existence  upon  a  clumsy  and  unattractive  root.  The 
flower  loses  its  beauty  and  attractiveness  if  torn  from 
the  source  of  its  life  and  strength.  So  it  is  with  edu- 
cational systems.     The  last  makes  the  next  possible; 

(5> 


^jO  MANUAL    TRAINING. 

and  the  newest  has  quite  enough  to  do  without  un- 
dertaking the  profitless  task  of  pointing  out  how  all 
earlier  systems  would  have  failed  had  they  been  called 
upon  to  do  something  which  in  the  nature  of  the  case 
it  was  not  possible  for  them  to  be  called  upon  to  do. 
Growth  is  continuous.  Each  stage  is  necessary;  and 
it  is  worse  than  useless  to  attempt  to  exalt  any  one  at 
the  expense  of  that  which  laid  the  basis  for  it.  Each 
system  and  each  theory  of  education  may  have  been 
the  best  for  its  own  time.  It  can  not  be  fairly  judged 
by  the  standards  of  a  later  period.  All  of  these  points 
must  be  borne  in  mind  in  coming  to  the  consideration 
of  the  question,  shall  manual  training  be  given  a 
place  in  the  school  curriculum  ? — for  that  is  the  con- 
crete form  in  which  the  latest  development  of  educa- 
tional thought  presents  itself  to  us. 

The  two  phrases,  "  manual  training"  and  "  indus- 
trial education," — the  latter  term  being 

What  manual    ■    ^       ,    j  ^       •      -r  j        *•  u-   u 

^    .  .  mtended  to  signify  an  education  which 

training  means.  .      ,     , 

recognizes  and  includes  manual  train- 
ing,— are  ambiguous  and  subject  to  serious  miscon- 
struction. It  is  a  misfortune  that  no  acceptable  sub- 
stitute for  them  has  yet  been  found.  Industrial  edu- 
cation is  an  education  in  which  the  training  of  the 
pupil's  powers  of  expression  goes  on  side  by  side  with 
the  training  of  his  receptive  faculties,  and  in  which 
the  training  of  both  is  based  on  a  knowledge  of  things 
and  not  of  words  merely.  Industrial  education  is  not 
technical  education,  though  many  persons  confound 
the  two.     Technical  education  is  a  training  in  some 

(6) 


WHY   THE   WORD   INDUSTRIAL   IS   USED.  377 

particular   trade,  industry,  or   set   of 

trades  or  industries,  with  a  view  to  ^°**"^*"*^ ^*^"*^*' 
£..*•        »u  -I  ^  •..         ^u        tion  vs.  technical 

fitting  the  pupil  to  pursue  it  or  them          . 

°  ^    ^  ^  education, 

as  the  means  of  gaining  his  livelihood. 

It  is  a  special  education,  like  that  of  the  lawyer  or 
the  physician.  It  takes  for  granted  a  general  educa- 
tion and  builds  upon  it  as  a  foundation.  Industrial 
education,  on  the  other  hand,  is  the  foundation  itself. 
It  is  the  general  and  common  training  which  under- 
lies all  instruction  in  particular  techniques.  It  relies 
for  its  justification  upon  the  nature  of  the  human 
mind,  its  powers,  and  capacities.  It  may  fairly  be 
asked,  then,  why  if  this  is  the  case,  is  the  word  "  in- 
dustrial" used;  why  is  not  this  general  and  fund- 
amental training  denominated  simply  education? 
Though  the  question  is  natural,  the  Why  the  word 
answer  is  plain.  We  cannot  give  the  industrial  is 
word    education    the    signification  in-  used, 

tended,  because  at  present  another  and  narrower 
signification  attaches  to  the  word.  Education  shifts 
its  meaning  continually  to  accord  with  the  ideals  of 
the  age.  To  the  Athenian  it  meant  the  pursuit  of 
ka/on  kagathon;  music  and  gymnastic  were  its 
characteristic  elements.  To  the  Roman,  eloquence 
was  an  important  and  much  esteemed  attribute  of 
culture.  The  preparation  for  life  as  an  orator,  there- 
fore, is  that  which  Cicero  and  Ouintilian  have  in 
mind  when  they  write  of  education.  The  ideal  of 
early  Christendom  was  the  antithesis  of  that  of  the 
Greek.     The  Greek  urged  the  development  of  all  the 

(7) 


378  MANUAL    TRAINING. 

natural  powers  to  their  fullest  strength  and  beauty. 
The  early  Christian  insisted  that  the  fall  of  man  from 
God  involved  the  consequent  untrustvvorthiness  and 
worthlessness  of  human  nature.  So  instead  of  foster- 
ing the  development  of  human  impulses,  the  educa- 
tion of  early  Christendom  hindered  and  endeavored 
to  uproot  them.  This  was  what  was  meant  by  edu- 
cation in  the  Cloister  Schools,  and  the  products  of 
the  system  were  ascetics  and  monks.  And  so  we 
might  trace  the  history  of  educational  theories  to  the 
present  time,  and  we  should  find  it  a  continual  illus- 
tration of  the  fact  that  education  means  something 
different  at  each  stage  of  the  world's  progress.  If, 
then,  the  argument  for  manual  training  is  as  sound 
as  I  believe  it  to  be,  what  we  mean  by  industrial  edu- 
cation to-day  will  be  included  in  the  concept  of  edu- 
cation as  understood  by  the  next  generation.  For 
the  present,  however,  the  prefixing  of  some  adjective 
is  necessary  to  mark  the  divergence.  For  this  pur- 
pose the  word  "  industrial "  was  unfortunately  se- 
lected. 

The  manual  training  movement,  as  we  know  it,  is 

new.     It  was  put  upon  a  strictly  scientific  basis  a 

very  short  time  ago  indeed.     But  it  has  been  "  in  the 

Comenius  pre-  air,"  as  the  saying  is,  for  a  long  time. 

scribed  manual  Over  two  hundred  and  fifty  years  ago 

training.        Comenius  prescribed  manual  training 

as  part  of  the  true  curriculum.     The  Didactica  Magna 

contains    specific   directions   concerning   it.     Locke, 

Rousseau,  and  Fichte  all  emphasized  manual   train- 


.      THE    RUSSIAN    EXPERIMENT.  379 

ing,  though  for  different  reasons.  Locke  agreed  with 
Comenius,  and  regarded  it  chiefly  from  the  stand- 
point of  its  value  for  practical  life.  Rousseau  and 
Fichte,  however,  saw  that  its  influence  on  the  growth 
of  the  pupil,  mental  as  well  as  physical,  was  to  be  de- 
sired. Froebel  in  his  Kindergarten  reduced  theory 
to  practice,  and  in  the  Kindergarten  all  manual  train- 
ing, as  well  as  all  rational  and  systematic  education, 
has  its  basis.  But  Froebel's  work  did  not  include  the 
development  of  a  scheme  of  manual  training  for  older 
pupils.  This  was  furnished  many  years  later  and 
from  an  unexpected  quarter.  M.  Victor  Della-Vos, 
director  of  the  Imperial  Technical  School  of  Moscow, 
took  the  initiatory  step.  His  report,  made  at  the 
Expositions  in  Philadelphia  in  1876 
and  Paris  in  1878,  contains  this  pas- '^^^^."^s**"®*' 
sage:  "In  1868  the  school  council  con-  ^ 
sidered  it  indispensable,  in  order  to  secure  the  syste- 
matic teaching  of  elementary  practical  work,  to 
separate  entirely  the  school  workshops  from  the 
mechanical  works  in  which  the  orders  for  private  in- 
dividuals are  executed.  By  the  separation  alone  of 
the  school  workshops  from  the  mechanical  works  the 
principal  aim  was,  however,  far  from  being  attained. 
It  was  found  necessary  to  work  out  such  a  method  of 
teaching  the  elementary  principles  of  mechanical  art 
as,  first,  should  demand  the  least  possible  length  of 
time  for  their  acquirement;  secondly,  should  increase 
the  facility  of  the  supervision  of  the  graded  employ- 
ment of  pupils;  thirdly,  should  impart  to  the  study 

(9) 


380  MANUAL    TRAINING. 

of  practical  work  the  character  of  a  sound,  systematic 
acquirement  of  knowledge;  and  fourthly,  should 
facilitate  the  demonstration  of  the  progress  of  every 
pupil  at  stated  times." 

This  Russian  experiment  was  made  known  to  the 
people  of  the  United  States  in  1876  by  Prof.  John  D. 
Runkle,  then  president  of  the  Massachusetts  In- 
stitute of  Technology.  In  his  annual  report  for  1876 
Prof.  Runkle  gave  an  elaborate  account  of  the  Rus- 
sian system  and  pointed  out  its  application  to  the 
work  of  the  institution  over  which  he  presided.  In 
consequence  a  school  of  Mechanic  Arts  was  added  to 
the  equipment  of  the  Institute.  In  1879  the  St.  Louis 
Manual  Training  School  was  organized,  and  the  sub- 
ject of  manual  training  was  formally  put  before 
American  educators  for  investigation  and  criticism. 
Both  the  Boston  and  the  St.  Louis  experiments,  how- 
ever, only  suggested  the  real  question  at  issue— they 
did  little  or  nothing  to  solve  it.  They  made  it  plain 
that  for  boys  of  high-school  age  manual  instruction 
could  be  devised  that  would  be  practical  yet  disci- 
plinary, educational  not  technical. 

The  next  step  was  to  recognize  the  unity  of  prin- 
ciple which  underlay  the  Kindergarten  at  one  end  of 
the  educational  scheme  and  the  manual  training 
The  universality  ^^^^^^  ^^  ^^^  other.  It  was  observed 
of  this  principle  that  both  recognized  the  activities  and 
of  manual  the  expressive  powers  as  well  as  the 
training.  receptivities  and  assimilative  powers. 
It  was  seen   that  the  Kindergarten  and  the  manual 

(10) 


THE    UNIVERSALITY    OF    MANUAL    TRAINING.        381 

training  school  were  evidences  of  one  and  the  same 
educational  movement,  though  appearing  at  different 
points  on  the  line.  The  observation  of  investigators 
was  then  directed  to  schools  of  the  grades  commonly 
known  as  primary  and  grammar,  in  order  to  deter- 
mine whether  or  not  their  curricula  were  organized 
in  accordance  with  the  principle  in  question.  It  was 
soon  found  that  they  were  not,  and  it  then  remained 
to  be  decided  whether  the  application  of  the  principle 
extended  to  them,  or  whether  for  some  peculiar  rea- 
son it  could  not  be  applied  there.  When  this  stage 
was  reached  the  very  essence  of  the  manual  training 
movement  was  involved.  If  it  was  based  on  a  peda- 
gogic principle  and  if  that  principle  was  sound,  then 
manual  training  must  be  placed  in  schools  of  every 
grade.  This  question  has  now  been  fully  answered. 
The  manual  training  movement  is  based  on  a  sound 
pedagogic  principle  and  manual  training  must  be  in- 
troduced into  schools  of  every  grade.  To  the  state- 
ment and  brief  elucidation  of  that  principle  we  may 
now  turn. 

In  the  first  place,  let  me  remind  you  of  the  distinc- 
tion already  made  between  the  end  and  the  means  of 
education;  that  the  one,  the  development  of  the 
mental  faculties,  is  always  the  same,  but  that  the 
second  vanes  according  to  our  knowledge  of  the 
child's  mind  and  the  changing  character  of  its  en- 
vironment. The  manual  training  which  is  to  be  in- 
troduced into  the  school  must  accord  with  the  end  of 
education  and  also  be  abreast  of  the  present  require 
ments  of  the  means  of  education. 


382  MANUAL    TRAINING. 

It  is  objected  as  to  the  first  that  manual  training  is 
not  mental  training,  but  simply  the  development  of 

Manual  trainingskill  in  the  use  of  certain  implements. 

is  mental  train-  This  is  bad  common  sense  and  worse 
i"g-  psychology.     Manual  training  is  men- 

tal training  through  the  hand  and  eye,  just  as  the 
study  of  history  is  mental  training  through  the  mem- 
ory and  other  powers.  There  is  something  incon- 
gruous and  almost  paradoxical  in  the  fact  that  while 
education  is  professedly  based  upon  psychology,  and 
psychology  has  ever  since  Locke  been  emphasizing 
the  importance  of  the  senses  in  the  development  of 
mental  activity,  nevertheless  sense-training  is  ac- 
corded but  a  narrow  corner  in  the  school-room  and 
even  that  grudgingly.  Industrial  education  is  a  pro- 
test against  this  mental  oligarchy,  the  rule  of  a  few 
faculties.  It  is  a  demand  for  mental  democracy,  in 
which  each  power  of  mind,  even  the  humblest,  shall 
be  permitted  to  occupy  the  place  that  is  its  due.  It 
is  truly  and  strictly  psychological.  In  view  of  the 
prevalent  misconception  on  this  point,  too  much 
stress  cannot  be  laid  upon  the  fact  that  manual  train- 
ing, as  we  use  the  term,  is  mental  training.  What 
does  it  matter  that  the  muscles  of  the  arm  and  hand 
be  well-nourished  and  perfectly  developed,  that  the 
nerves  be  intact  and  healthy,  if  the  mind  that  directs, 
controls,  and  uses  them  be  wanting?  What  is  it  that 
models  the  graceful  form  and  strikes  the  true  blow, 
the  muscles  or  the  mind?  Do  the  retina  and  opt!, 
nerves  see,  or  does  the  mind  ?     It  is  the  mind   ■.' 

(12) 


PUBLIC    SCHOOLS   NOT    TRADE    SCHOOLS.  383 

feels  and  fashions,  and  the  mind  that  sees;  the  hand 
and  the  eye  are  the  instruments  which  it  uses.  The 
argument  for  manual  training  returns  to  this  point 
again  and  again,  not  only  because  it  is  essential  to  a 
comprehension  of  what  is  meant  by  manual  training, 
but  because  it  furnishes  the  ground  for  the  con- 
tention that  manual  training  should  be  introduced 
into  the  public  schools.  No  one  with  any  apprecia- 
tion of  what  our  public  school  system  is  and  why  it 
exists,  would  for  a  moment  suggest  Public  schools 
that  it  be  used  to  train  apprentices  for  not 

any  trade  or  for  all  trades.  It  is  not  ^^ade  schools, 
the  business  of  the  public  school  to  turn  out  draughts- 
men, or  carpenters,  or  metal-workers,  or  cooks,  or 
seamstresses,  or  modellers.  Its  aim  is  to  send  out 
boys  and  girls  that  are  well  and  harmoniously  trained 
to  take  their  part  in  life.  It  is  because  manual  train- 
ing contributes  to  this  end,  that  it  is  advocated.  We 
will  all  admit,  indeed  I  will  distinctly  claim,  that  the 
boy  who  has  passed  through  the  curriculum  which 
includes  manual  training  will  make  a  better  car- 
penter, a  better  draughtsman,  or  a  better  metal- 
worker than  he  who  has  not  had  the  benefit  of  that 
training.  But  it  is  also  true  that  he  will  make  a 
better  lawyer,  a  better  physician,  a  better  clergyman, 
a  better  teacher,  a  better  merchant — should  he  elect 
to  follow  any  one  of  those  honorable  callings — and 
all  for  the  same  reason;  namely,  that  he  is  a  better 
equipped  and  more  thoroughly  educated  man  than 
his  fellow  in  whose  preparation  manual  training  is 

(«3> 


384  MANUAL    TRAINING. 

not  included.  Therefore  manual  training  is  in  accord 
with  the  aim  of  education. 

We  may  accept  such  psychological  postulates  as  we 
will,  yet  for  educational  purposes  we  may  agree  that 
the  mental  powers  are  roughly  divisible  into  two 
classes,  the  receptive  and  the  expressive  or  active. 
By  means  of  the  former  the  child  is  put  in  possession 
of  new  facts,  and  by  means  of  the  second  he  makes 
these  facts  his  own  and  uses  them  in  practical  life. 
As  food  will  not  nourish  unless  assimilated,  so  knowl- 
edge, or  mental  food,  is  not  really  knowledge,  is  not 
really  possessed,  until  we  have  so  gained  control  of 
it  as  to  be  able  to  express  or  use  it.  The  power  of 
expression  therefore  is  a  very  important  adjunct  of 
the  power  of  reception.  Man  can  express  his  mental 
states  or  ideas  by  the  use  of  language,  by  gesture,  by 
delineation,  and  by  construction.  Of  all  these  modes, 
language  is  the  most  difficult,  the  most  abstract,  the 
latest  acquired.  When  carried  to  any  great  degree 
of  fluency  and  accuracy,  it  is  universally  considered 
an  accomplishment.  Yet  in  the  ordinary  school- 
room it  reigns  supreme,  and  the  other  modes  of  ex- 
pression are  passed  over  as  if  they  did  not  exist.  The 
argument  for  manual  training  insists  that  each  of 
these  modes  of  expression  -must  be  considered,  and 
that  for  the  training  of  each  a  method  must  be  de- 
vised. 

It  is  hardly  more  than  half  a  century  since  Sir 
Charles  Bell  discovered  that  the  nerves  which  carry 
impulses  out  from  the  brain  to  the  muscles  are  wholly 

(«♦) 


KNOWLEDGE  MUST  BE  OF  THINGS,  NOT  WORDS  ONLY.    385 

distinct  from  those  which  carry  stimuli  in  to  the 
brain.  For  twenty-five  years  researches  have  been 
making  in  cerebral  and  nervous  physiology  that  have 
revolutionized  mental  science.  The  dependence  of 
mind  on  body,  the  relation  of  the  various  mental 
powers  to  each  other,  and  the  importance  of  the  dis- 
tinction between  the  in-taking  and  the  out-giving 
powers  of  the  brain  are  now  recognized  as  they  never 
were  before.  Naturally  we  expect  to  see  these  scien- 
tific conclusions  reflected  in  any  course  of  study 
which  is  abreast  of  them. 

It  is  essential  in  training  both  the  powers  of  recep- 
tion and  the  powers  of  expression  that  the  child  deal 
with  things  and  objects,  and  not  alone  with  what  some 
one  has  said  or  written  about  things.  Education 
from  the  Renaissance  until  Pestalozzi,  despite  the 
protests  of  a  Ratke  or  a  Comenius,  did  not  recognize 
this  principle.  It  taught  words  and  words  only. 
Rousseau,  Pestalozzi,  Froebel,  and  the 

hundreds   of   humble  teachers  whom  ^°°'^J^*!^^'""^* 

be  of  thing^s, 
they  inspired,  burst  these  verbal  bonds  ^^^  ^^^^^  ^^1^^ 

and  inaugurated  that  training  of  the 
receptive  powers,  now  almost  universal,  by  which 
the  pupil  sees  things,  touches  things,  handles  things, 
and  is  not  held  at  arm's  length  by  the  interposition 
of  words.  This  is  the  philosophy  of  the  object-lesson, 
and  it  is  because  of  this  sound,  scientific  reason  for 
its  existence  that  it  has  become  permanently  estab- 
lished in  the  school-room.  While  this  wonderful 
improvement  in  the  training  of  the  receptive  faculties 

(.5> 


386  MANUAL   TRAINING. 

was  making,  the  active  or  expressive  faculties  were 
left  to  shift  for  themselves.  When  we  examine  the 
ordinary  course  of  study  with  reference  to  this  point 
we  find  that  the  powers  of  expression  by  delineation 
and  construction  are  entirely  overlooked.  Reading 
and  writing  are  the  only  studies  in  the  traditional 
group  that  train  expression,  and  they  are  wholly  in- 
adequate; and  until  very  recently  they  were  taught 
in  such  a  way  that  they  lost  most  of  their  disciplinary 
value.  But  even  when  well  taught  they  are  not  ade- 
quate to  the  full  demands  of  the  mental  powers  of 
expression,  for  they  rarely  occupy  more  than  ten  per 
cent,  of  the  school  time,  except  in  the  very  lowest 
primary  grades.  Furthermore  they  must  be  supple- 
mented in  another  direction  if  the  active  powers  are 
to  be  trained  as  they  should  be.  The  advocates  of 
manual  training  come  forward  and  demonstrate  that 
their  scheme  of  instruction  will  adequately  and  prop- 
erly train  the  powers  of  expression.  The  powers  of 
expression  by  delineation  and  construction  are  trained 
by  the  reciprocal  instruction  in  drawing  and  in  con- 
structive work.  It  is  proved  that  the  boy  who  can 
draw  a  cube  or  he  who  can  carve  or  mold  one  from 
wood  or  clay,  knows  more  that  is  worth  knowing 
about  the  cube  than  he  who  can  merely  repeat  its 
geometrical  definition. 

Because  of  this  psychological  and  practical  sound- 
ness of  manual  training,  the  argument  in  its  favor 
calls  for  the  remodelling  of  the  present  curriculum. 
Manual  training  cannot  be  added  as  an  appendix  to 

(16) 


HOW    MANUAL    TRAINING    IS   TO    BE    INTRODUCED.   387 

any  other  study;  it  must  enter  on  a  plane  with  the 
rest.  It  does  not  ask  admittance  as  a  favor;  it  dc 
mands  it  as  a  right.  It  is  suggested  that  much  time 
now  wasted  could  be  saved  by  better  methods  of 
teaching,  that  logical  puzzles  over  which  so  much 
time  is  now  spent  be  eliminated  from  arithmetic,  that 
spelling  be  taught  in  conjunction  with  writing,  and 
history  with  reading.  The  time  thus  saved  is  to  be 
appropriated  in  about  equal  parts  to  drawing  and 
constructive  work,  both  together  to  How  manual 
occupy  from  one-quarter  to  one-third  training  is  to 
of  the  pupil's  time.  Drawing  lies  at  •>«  introduced, 
the  basis  of  all  manual  training,  and  is  to  be  taught 
in  every  grade  as  a  means  of  expression  of  thought, 
only  incidentally  as  an  art.  The  constructive  work 
is  to  be  in  material  adapted  to  the  child's  age  and 
powers.  It  is  at  first  in  paper  and  pasteboard,  then 
in  clay,  then  in  wood,  and  finally,  in  the  academic 
grades,  in  metal.  These  means  are,  so  far  as  our 
present  experience  goes,  the  best  ones  for  the  train- 
ing desired.  But  wider  experience  and  deeper  insight 
may  alter  or  improve  them  at  any  time,  just  as  our 
readers,  our  spellers,  and  our  arithmetics  have  been 
improved. 

The  curriculum  which  includes  manual  training, 
in  addition  to  meeting  the  demands  of  our  present 
knowledge  of  the  pupil's  mind  and  its  proper  train- 
ing, is  better  suited  to  prepare  the  child  for  life  than 
that  curriculum  which  does  not  include  it.  The 
school  is  to  lay  the  foundation  for  intelligent  citizen- 

(X7) 


388  MANUAL    TRAINING. 

ship,  and  as  the  conditions  of  intelligent  citizenship 
change  with  the  advance  of  civilization,  the  course 
of  study  must  change  in  order  to  adapt  itself  to  these 
new  conditions.  No  one  who  can  read  the  lessons  of 
history  will  assert  that  the  ideally  educated  man  is 
always  the  same.  Greek  education  sought  beauty, 
mental  and  physical;  monastic  education  sought 
asceticism  and  a  soul  dead  to  the  world;  Renais- 
sance education  sought  classical  culture  and  minute 
acquaintance  with  the  literatures  of  Greece  and  Rome; 
modern  education  has  broadened  this  conception  of 
culture  until  it  embraces  the  modern  literatures  and 

Manual  training"^^"^^^  science;  common  school  edu- 
accords  with    cation  in  the  United  States  in  these 

modern  necessi-  closing  years  of  the  nineteenth  century 
ties.  has   broadened   its   ideal   yet    further, 

and  is  now  demanding  that  the  pupil  be  so  trained 
that  the  great,  busy  life  of  which  he  is  so  soon  to 
form  a  part  be  not  altogether  strange  to  him  when  he 
enters  it.  It  demands  practicality.  It  demands  re- 
ality. It  demands  that  the  observation,  the  judg- 
ment, and  the  executive  faculty  be  trained  at  school 
as  well  as  the  memory  and  the  reason.  Despite  the 
fact  that  the  three  former  are  the  most  important 
faculties  that  the  human  mind  possesses,  it  is  astound- 
ing how  completely  they  are  overlooked  in  the  ordi- 
nary course  of  study.  You  will  remember  that  Henry 
George  tells  of  a  bright  girl,  thirteen  years  of  age, 
about  to  graduate  from  a  grammar  school,  who  had 
no   conception    that    the   back-yard    of    her   father's 

(18) 


THE    EFFECT    OF    TEACHING    WORDS    ONLY.  389 

homestead  was  a  part  of  the  surface  of  the  earth  that 
she  had  studied  about  in  geography.  She  knew  how 
thick  the  earth's  crust  was,  she  knew  how  it  was 
formed,  she  could  recite  by  rote  a  dozen  more  or  less 
important  facts  concerning  it — but  she  did  not  know 
it  when  she  saw  it.  A  professor  in  a  normal  school 
in  an  Eastern  State  lately  took  occasion  to  examine 
a  new  class  of  students  averaging  sixteen  years  of 
age,  in  order  to  determine  the  value  of  their  judgment 
as  to  distance.  I  will  quote  his  own  report  of  the 
test. 

"  In  order  to  ascertain  how  well  our  public  school 
course  fits  pupils  for  any  actual,  accurate  work  in 
life,  I  asked  a  class  of  seventy-four  (74) 

in  the  State  Normal  School  to  do  about^.      «.    .   *.      i. 

,.  .  •  ,  -the  effect  of  teach- 
the  easiest  thing  that  I  could  think  of,  jng  words  only, 
viz.; — measure  the  width  of  my  class- 
room. Our  pupils  come  from  all  sections  of  the 
State,  city,  and  country,  are  all  necessarily  over  15 
years  old,  have  passed  our  entrance  examination,  or 
have  finished  the  prescribed  course  in  the  public 
schools  and  have  received  a  certificate  from  the 
superintendent.  They  all  used  the  same  yard  stick 
as  a  measuring  rod.  No  directions  at  all  were  given, 
the  rod  was  not  even  called  a  yard  stick;  it  was 
marked  off  and  numbered  in  inches,  though  the  word 
inch  was  not  on  it. 

*'  But  one  student  was  allowed  in  the  room  at  a 
time,  and  all  comparison  of  results  was  forbidden. 
As  soon   as  the  pupil    had    finished    measuring   th: 

(19) 


390  MANUAL    TRAINING. 

room,  he  wrote  his  answer  on  a  little  slip  of  paper 
and  then  dropped  it  into  a  locked  box  kept  for  the 
purpose.  Notwithstanding  the  fact  that  the  same 
rule  was  used  in  every  case,  the  results  varied  more 
than  300  feet,  the  lowest  answer  being  10  ft.  10^  in.; 
the  highest  350  ft.;  36  of  the  pupils  had  answers 
within  one  inch  of  the  true  result,  which  was  31  ft.  i 
in.;  9  of  them  made  errors  in  the  number  of  times 
they  used  the  rule  in  crossing  the  room;  4  of  them 
making  it  9  instead  of  10  times;j4  others  calling  it 
II  times,  while  one  called  it  13  times.  At  least  one 
of  the  pupils  considered  an  inch  a  foot;  while  two 
others  thought  the  whole  yard  stick  but  a  foot." 

This  simply  means  that  these  pupils  had  been 
taught  words,  not  things.  They  knew  that  twelve 
inches  make  a  foot  and  could  rattle  off  the  tables 
with  surprising  glibness.  But  of  what  a  foot  really 
is,  they  had  not  the  dimmest  idea.  Manual  training 
would  correct  this  by  bringing  the  pupils  into  con- 
tact with  objects.  It  would  so  familiarize  them  with 
objects  in  all  their  details  and  points  of  interest  that 
mistakes  like  these  would  be  impossible.  It  would 
have  them  draw,  sew,  cut,  saw,  and  plane  in  order  to 
appeal  to  the  faculties  now  so  neglected.  The  execu- 
tive faculty  will  be  trained  by  the  handling  of  material 
and  the  applying  it  to  specific  purposes  without  waste 
or  loss  of  time.  The  judgment  and  the  faculty  of 
careful  and  accurate  observation  will  be  continually 
exercised  in  the  process. 

At  certain  stages  of  civilization  and  national  devel- 
(20) 


HAS  THE  SCHOOL  KEPT  PACE  WITH  CIVILIZATION?    39I 

opment  there  is  a  natural  training  of  the  expressive 
or  active  powers  which  though  desultory,  is  by  no 
means  ineffective.  I  refer  to  the  training  which  is 
the  result  of  an  active,  out-of-door  life,  especially  in 
rural  districts.  The  country  boy  receives  this  train- 
ing in  the  hundred  and  one  small  occupations  about 
the  farm,  and  the  old-time  mechanic's  son  obtained  it 
in  his  father's  shop.  The  conditions  which  once  made 
this  natural   training    available  for  a 

large  proportion  of  the  rising  genera-  ,""  ^^®  school 
,  ,         J     1         1  kept  pace  with 

tion  are  now  altered,  and  the  altera-  civilization? 
tion  goes  on  year  by  year,  with  in- 
creasing rapidity.  We  must  bear  in  mind  the  growth 
of  large  cities  and  our  unprecedented  commercial  and 
-.ndustrial  development.  The  specialization  of  labor 
has  destroyed  one  of  the  above-mentioned  possibili- 
ties, and  the  growth  of  great  cities  is  rapidly  remov 
ing  the  other.  When  our  first  national  census  was 
taken  in  1790  only  1-30  of  our  population  lived  in 
cities  having  more  than  8000  inhabitants,  and  there 
were  only  six  such  cities  in  the  country.  At  the 
present  time  we  have  over  320  such  cities,  and  their 
inhabitants  number  almost  30  per  cent,  of  our  total 
population.  This  fact  has  a  most  important  bearing 
on  practical  life  and  thus  on  the  public  school.  We 
must  remember  also  that  between  1850  and  1880  our 
manufactured  product  increased  in  value  550  per 
cent.,  and  the  number  of  those  employed  in  factories 
increased  325  per  cent.  This,  when  interpreted,  means 
that  indefinitely  more  people  than  ever  before  have  to 

(2I> 


392  MANUAL    TRAINING. 

employ  their  observation,  their  judgment  and  their 
executive  faculty,  and  employ  them  accurately,  in  the 
performance  of  their  daily  duties.  For  them,  and 
through  them,  for  all  of  us,  the  conditions  of  prac- 
tical life  have  changed  and  are  changing.  Has  the 
school  responded  to  the  new  burdens  thus  laid  upon 
it?  The  argument  for  manual  training  says  no,  it 
has  not.  A  more  comprehensive,  a  broader,  a  more 
practical  training  is  necessary. 

There  is  a  further  argument  for  manual  training, 
but  I  have  not  touched  upon  it  because  I  desire  to 
discuss  the  subject  from  a  strictly  educational  stand- 
point and  according  to  the  requirements  of  a  rigorous 
pedagogic  method.  If  we  permit  other  than  educa- 
tional considerations  to  enter  into  the  discussion  of 
questions  purely  educational,  we  may  be  setting  a 
bad  precedent.  Having  premised  this,  it  will  not  be 
amiss  to  refer  briefly  to  the  social  and  economic  argu- 
ments in  favor  of  manual  training. 

It  is  unquestionable  that  many  of  our  social  troubles 

originate  in  misunderstandings  about  labor  and   in 

false  judgments  as  to  what  labor  reallv 

Other  reasons  in  j^      ^j^       originate,  I  take  it,  from  th^ 

favor  of  manual  .         ,  , .         , 

traininc-         same  misunderstanding  that  causes  the 

average  young  man  to  think  it  more 
honorable  to  add  columns  of  figures  for  $3.00  a  week 
than  to  lay  bricks  for  $3.00  a  day.  Some  of  us  affect 
to  despise  manual  labor.  It  must  be  because  we  do 
not  understand  it.  It  must  be  apparent  that  if  man- 
ual training  is  accorded  its  proper  place  in  education. 

(29) 


OTHER  REASONS  IN  FAVOR  OF  MANUAL  TRAINING.     393 

if  we  come  to  see  that  manual  work  has  in  it  a  valuable 
disciplinary  and  educational  element,  our  eyes  will  be 
opened  as  to  its  real  dignity  and  men  will  cease  to 
regard  it  as  beneath  them  and  their  children.  This 
is  what  I  would  call  the  social  argument  for  manual 
training.  The  economic  argument  is  similar.  It 
points  out  that  the  vast  majority  of  our  public  school 
children  must  earn  their  living  with  their  hands,  and 
therefore  if  the  school  can  aid  them  in  using  their 
hands  it  is  putting  just  so  much  bread  and  butter 
into  their  mouths.  Now  I  have  no  sympathy  with 
the  purely  utilitarian  conception  of  the  school,  with 
what  we  may  call  the  dollars  and  cents  idea  of  educa- 
tion. On  the  contrary  I  cordially  indorse  the  pung- 
ent aphorism  of  Dr.  Munger:  "Education  is  to  teach 
us  how  to  live,  not  how  to  make  a  living."  But  while 
standing  firmly  on  that  platform,  I  do  say  that  if  the 
best  and  most  complete  education  happens  to  aid  a 
boy  in  earning  his  living  that  is  no  reason  why  it 
should  be  supplanted  by  something  less  thorough 
and  less  complete. 

The  movement  which  would  place  manual  training 
in  the  school  course  has  commended  itself  to  the 
ablest  and  most  thoughtful  educators  all  over  the 
world.  I  do  not  recall  a  single  name  of  the  first  rank 
that  is  in  opposition.  Huxley  and  Magnus  in  Eng- 
land, Sluys  in  Belgium,  Breal  and  Salicis  in  France, 
Salomon  in  Sweden,  Paulsen  and  Goetze  in  Germany, 
Hannak  in  Austria,  Seidel  in  Switzerland,  and  Gab- 
rielli  and  Borgna  in  Italy,  are  leading  the  thought  of 

(as) 


394  MANUAL    TRAINING. 

their  respective  countries  on  this  subject.  In  Sweden, 
in  France,  in  Germany  and  in  the  United  States,  pro- 
fessional schools  for  teachers  are  expounding  the 
philosophy  of  manual  training  and  the  methods  of 
teaching  it,  together  with  their  other  subjects  of  in- 
struction. More  than  two  score  of  the  most  progres- 
sive cities  of  this  country  are  placing  manual  training 
in  their  public  schools  as  fast  as  the  means  at  their 
command  will  permit.  Successful  private  schools  in 
New  York  City,  St.  Paul,  Louisville,  and  elsewhere 
are  doing  the  same  thing.  In  twenty-five  of  our 
States  and  Territories  manual  training  of  some  kind 
is  taught  in  some  manner.  No  one  who  saw  the 
magnificent  exhibit  of  manual  training  work  at  the 
meeting  of  the  National  Educational  Association  at 
Chicago,  in  1887,  will  ever  forget  it.  It  marked  a 
progress  and  a  thoroughness  that  were  inspiring. 

A  movement  at  once  so  philosophic  and  so  far- 
reaching  as  that  in  favor  of  manual  training,  has  not 

__  ,  ^  .  .  come  into  educational  thought  since 
Manual  training  .  ,      ,        ,       . 

the  most  impor-  Comenius  burst  the  bonds  of  mediae- 
tant  educational  valism  two  and  a  half  centuries  ago. 
question  of  the    It  is  the  educational  question  of  the 
time.  time.     Other  matters  are  important  as 

affecting  administration,  organization,  methods  of 
teaching,  and  other  details — all  having  to  do  with 
applications  of  principle,  but  the  manual  training 
movement  is  a  principle  itself.  As  might  have  been 
predicted,  it  meets  with  no  little  opposition  and  con- 
siderable misrepresentation.     The  forces  of  conser- 

(a4) 


MANUAL  TRAINING  THE  MOST  IMPORTANT  QUESTION    395 

vatism  are  arrayed  against  it  as  something  new;  and 
it  is  doubtless  well  that  it  is  so,  for  education  is  alto- 
gether too  important  a  matter  to  be  swayed  by  any 
and  every  crude  theory.  Any  new  movement  to 
establish  itself  in  education  must  run  a  gauntlet  of 
opposition  and  criticism,  the  safe  passage  of  which  is 
a  guarantee  of  excellence.  This  gauntlet  the  man- 
ual training  movement  has  successfully  run,  and  it  is 
to-day  the  newest  phase  of  educational  thought.  In 
the  first  place  it  is  a  deduction  from  our  increasingly 
complete  and  exact  knowledge  of  mind,  and  in  the 
second  place  it  meets  the  demands  for  a  more  prac- 
tical education  made  by  the  conditions  of  contem- 
porary life.  It  so  happens,  and  happily,  that  the 
education  which  our  increased  scientific  knowledge 
points  us  to  as  the  best,  is  more  practical,  in  the  best 
sense  of  that  much-abused  word,  than  that  which  it 
supersedes. 

(35) 


APPENDIX. 


BY  THE  PUBLISHERS. 


The  earnest  teacher  who  has  read  the  foregoing 
argument  by  Dr.  Butler  will  ask  for  a  practical  plan 
of  manual  training  that  may  be  given  in  the  ordinary 
school.  The  publishers  know  of  nothing  better  to 
meet  this  demand  than  the  course  devised  by  Prof. 
Samuel  G.  Love  and  employed  in  the  Jamestown  (N. 
V.)  schools  under  his  superintendence.  It  is  found 
in  Prof.  Love's  work,  "Guide  to  Manual  Training," 
and  they  select  therefrom  such  portions  as  seem  to 
have  a  practical  bearing  on  the  question. 

SUGGESTIONS  TO  TEACHERS. 
Supt.  Love  suggests  to  teachers  as  follows  : 
It  is  not  necessary  to  put  manual  training  into  all 
the  classes  at  once.  One  or  perhaps  two  of  the  classes 
that  can  be  cared  for  the  most  conveniently  may 
undertake  it  at  first,  leaving  it  to  be  introduced  to 
the  others  as  circumstances  may  permit.  As  the  dif- 
ficulties in  the  way  of  introducing  it  in  the  primary 
classes  are  much  less  than  in  others  it  is  well  to  begin 
with  them. 

It  should  be  remembered  that  elementary  manual 
training  is  quite  as  important  as  elementary  training 
in  reading  or  numbers. 

(a;) 


398  MANUAL    TRAINING. 

In  all  the  primary  classes  the  lessons  in  manual 
training  should  be  put  in  the  programme  for  regular 
ivork  as  a  daily  exercise:  at  all  events,  so  as  to  come  up 
on  alternate  days. 

The  teacher  must  have  some  inspiration  upon  the 
subject;  must  arouse  interest  in  the  class  by  the  con- 
tagion of  his  own  enthusiasm;  must  himself  show 
belief  in  the  work  and  awaken  it  in  the  pupils. 

It  is  highly  essential  that  the  teacher  be  thoroughly 
acquainted  with  the  specific  details  of  each  occupa- 
tion. Preparation  must  precede  teaching  in  manual 
no  less  than  in  mental  training. 

CAUTIONS. 

A  few  cautions  should  be  observed  in  introducing 
manual  training.  In  the  first  place,  too  much  should 
not  be  attempted.  The  teacher,  however  ambitious, 
will  perhaps  have  to  be  satisfied  with  short  time, 
few  materials,  small  classes,  and  those  of  the  lowest 
grades  and  inconvenient  arrangements. 

He  must  make  the  work  popular  by  the  power  of 
his  own  interest  in  it.  He  must  make  it  so  attractive 
that  the  children  will  like  it  and  like  books  because 
of  its  indirect  influence. 

He  must  be  economical,  using  such  materials  as  re- 
quire small  expenditure  of  money,  such  as  may  be 
used  and  reused.  However  cheaply  or  easily  the  mate- 
rial may  have  been  secured,  he  must  remember  that 
nothing  will  justify  extravagance  or  wastefulness  in 
its  use. 

(?8) 


APPENDIX.  399 

He  must  use  tact  and  wisdom  in  introducing,  con- 
ducting, and  enlarging  the  work.  A  natural  appetite 
is  often  spoiled  by  overfeeding.  The  work  must  be 
needed  and  asked  for,  and  the  pupil  stimulated  to  the 
best  exertion  of  which  he  is  capable,  by  a  knowledge 
of  something  beyond,  worth  striving  for,  and  which 
honest  striving  will  obtain. 

Attempt  little,  and  be  satisfied  at  first  with  simple 
work  and  modest  results. 

Allow  any  pupil  to  take  home  with  her  any  satisfac- 
tory piece  of  work  which  she  has  completed. 

The  active  co-operation  of  patrons  cannot  be  ex- 
pected unless  they  have  some  knowledge  of  the  en- 
terprise, its  object,  its  working,  and  its  results. 

THE  PRIMARY  CLASS.— FIRST  YEAR. 

Blocks. — In  the  primary  class  the  materials  first 
to  be  used  will  be  the  blocks.  For  a  class  of  15  pupils, 
75  cubes,  and  50  half-cubes  and  50  oblongs,  will  be 
required. 

Straws. — There  should  be  15  of  each  length  for 
each  pupil. 

Beads. — An  ounce  of  beads  for  each  pupil  of  as- 
sorted kinds  will  be  needed  for  each  pupil. 

Colors. — For  learning  colors  small  exertion  and 
no  expense  with  large  interest  will  procure  an  abun- 
dance of  materials. 

Tablets. — The  four  kinds  mentioned  are  the 
square,   oblong,    equilateral    triangle   and    isosceles 


400  MANUAL    TRAINING. 

triangle.     50  of  each  kind  will  be  required  for  a  class 
of  15  pupils. 

Paper. — The  materials  for  paper-folding  will  not 
make  much  expense. 

SECOND    YEAR. 

Second-year  Occupations. — In  the  second  year, 
stick-laying,  picture-cutting,  scrap-book  making, 
spool-work,  paper  embroidery  and  braiding,  are  in- 
troduced. The  amount  of  material  depends  on  the 
number  of  pupils  to  receive  benefits  therefrom,  and 
must  be  decided  by  the' judgment  of  the  instructor. 

THIRD   YEAR. 

Third-year  Occupations. — In  the  third  year,  per- 
forated card-board  embroidery,  slat-plaiting,  and  mat- 
weaving  are  adopted. 

FOURTH  YEAR. 

Fourth-year  Occupations. — In  the  fourth  year, 
slat-plaiting  (advanced),  crocheting  (chain-stitch), 
paper-folding  (advanced),  and  perforated  card-board 
embroidery  (advanced)  are  adopted. 

FIFTH  YEAR. 

Fifth-year  Occupations. — In  the  fifth  year  the 
following  occupations  are  adopted:  sewing  over  and 
over,  crocheting,  paper-folding,  and  mounting. 

(30) 


APPENDIX.  401 

SIXTH  YEAR. 

Sixth-year  Occupations. — For  this  year  the  fol- 
Jowing  are  well  adopted:  hemming,  pease-work, 
knitting,  paper-flower  making. 

GRAMMAR-SCHOOL   WORK  FOR  GIRLS. 

In  the  grammar-school  a  class  of  girls  for  manual 
work  should  not  contain  more  than  seven  members. 

First  Year. — The  occupations  for  the  first  year 
are  classed  under  plain  sewing,  viz.,  sewing  over 
and  over,  running,  hemming,  stitching,  overcasting, 
and  gathering  For  this  work,  to  supply  a  class  of 
seven  pupils,  six  or  eight  yards  each  of  bleached  and 
unbleached  muslin.  A  few  yards  of  calico  may  be 
added  if  desired.  Add  a  dozen  spools  of  white  thread, 
Nos.  40,  50,  and  60,  and  a  half-dozen  papers  of  good 
needles.  No.  8;  a  convenient  pasteboard  box  for  each 
member  of  the  class,  a  dozen  cheap  thimbles,  a  paper 
of  good  pins,  several  pairs  of  shears  and  scissors, 
some  pieces  of  beeswax,  and  a  tape  measure. 

Second  and  Third  Years. — The  occupations  for 
girls  in  the  second  and  third  years  of  the  grammar- 
school  are  knitting,  crocheting,  patching,  darning,  and 
making  button-holes.  A  crochet-hook  and  set  ol 
good  knitting-needles  will  be  required  for  each  pupil. 

Also,  type-setting  and  printing. 

GRAMMAR-SCHOOL   WORK  FOR  BO  YS. 

Room. — The  bench  may  be  set  up  in  the  school- 
house,  to  be  used  after  school,  if  there  is  room;  but  a 

(31) 


402  MANUAL    TRAINING. 

neat  little  cottage  may  be  put  up  at  small  expense  ci^ 
the  school  grounds.  To  do  the  work  that  is  planned 
above,  a  room  must  be  had. 

A  Bench. — A  bench  may  be  made  by  placing  a 
plank  fifteen  to  twenty  inches  wide  on  two  wooden 
horses:  this  can  be  taken  down  in  a  moment  and  laid 
aside.     This  is  called  a  "  knock-down"  bench. 

The  Tools. — There  will  be  a  need  for  hammers, 
nail  sets,  rules,  squares,  try-squares,  thumb-gauges, 
straight-edge  poles,  knives,  scratch-awls,  chalk,  and 
lines  and  saws. 

.  Materials. — A  few  pieces  of  planed  pine  and  hem- 
lock, and  three  sizes  of  nails,  4's,  6's,  and  8's,  will  be 
needed.  One  side  of  both  the  sewing-room  and 
shop  should  be  fitted  up  with  pigeon-holes  12X15 
inches  and  15  inches  deep,  in  which  each  pupil  may 
place  her  or  his  work  when  about  to  leave  the  room. 

Cautions. — Every  piece  of  work  completed  by  the 
pupil  should  be  submitted  to  the  instructor  and  ac- 
cepted before  another  is  taken  in  hand. 

Do  not  undertake  too  many  kinds  of  work;  master 
each  kind  before  taking  up  the  next. 

The  pupil  must  be  encouraged  to  make  original 
devices. 

COURSE  OF  STUDY  IN  MANUAL   TRAINING. 

[In  this  course  of  study  the  year  is  supposed  to  be 
divided  into  three  terms.  The  pupils  are  supposed 
to  spend  six  years  in  the  primary  classes  and  three 
years  in  the  advanced  (Grammar)  classes.     In   the 

(3a) 


APPENDIX.  403 

manual    training   it    will    be    noticed    that   drawing, 
penmanship,  and  gymnastics  are  included.] 

PRIMARY  DEPARTMENT.— FIRST  YEAR. 

Penmanship,  drawing,  gymnastics,  block-building, 
straw-stringing,  stringing  beads  and  learning  colors, 
tablet-laying  and  paper-folding. 

SECOND   YEAR. 

Penmanship,  drawing,  gymnastics,  stick-laying, 
picture-cutting,  scrap-books,  spool-work,  paper-em- 
broidery, and  braiding. 

THIRD  YEAR. 

Penmanship,  drawing,  gymnastics,  perforated  card 
board  embroidery,  slat-plaiting,  mat- 'veaving. 

FOURTH  YEAR. 

Penmanship,  drawing,  gymnastics,  slat-plaiting, 
advanced  crocheting,  chain-stitch,  paper-folding. 

FIFTH  YEAR. 

Penmanship,  drawing,  gymnastics,  sewing  over  and 
over,  crocheting,  paper-folding,  and  mounting. 

SIXTH  YEAR. 

Penmanship,  drawing,  gymnastics,  hemming,  pease- 
work  knitting,  paper-flower  making. 


404  MANUAL    TRAINING. 

GRAMMAR-SCHOOL.— SE  VENTH  YEAR. 

For  Boys. — Use  of  hammer,  saw  and  plane,  chisel 
and  auger. 

For  Girls. — Plain  sewing,  running,  gathering, 
stitching,  overcasting,  and  hemming. 

For  Boys  and  Girls. — Penmanship,  drawing,  and 
gymnastics  ;    to  set  up  type,  also  to  distribute  it. 

EIGHTH  YEAR. 

For  Boys. — Lessons  in  construction  with  tools. 

For  Girls. — Lessons  in  crocheting  and  knitting. 

For  Boys  and  Girls. — Penmanship,  drawing,  and 
gymnastics;  to  set  up  type;  correct  proofs;  make 
up  forms. 

NINTH  YEAR. 

For  Boys. — Lessons  with  tools,  mitering,  dove- 
tailing, doweling,  etc. 

For  Girls. — Knitting,  mending,  patching,  darn- 
■ng,  etc. 

For  Boys  and  Girls. — Penmanship,  drawing,  and 
gymnastics,  setting  up  type,  printing,  etc. 

Full  details  of  the  lessons  in  the  above  course  will  be  found  in 
the  "  Guide  to  Manual  Training,"  by  Prof.  S.  G.  Love,  published 
by  E.  L.  Kellogg  &  Co.,  New  York  City. 

Manual  training  was  begun  in  the  Jamestown  Union 
School  in  1874,  and  it  has  steadily  made  progress 
there,  meeting  with  the  approval  of  the  citizens,  until 
in  January,  1887,  all  of  the  pupils  of  the  primary  classes 
(about  1400  in  number)  receive  lessons  three  or  four 

'34> 


APPENDIX.  405 

times  a  week  at  least  in  some  form  of  manual  training 

125  girls  and  65  boys  receive  lessons  in  the  sewing- 
room  or  shop  twice  or  three  times  each  week. 

20  boys  and  girls  set  type  one  hour  four  days  of 
the  week. 

The  people  of  Jamestown,  judging  from  the  action 
of  the  Knights  of  Labor  (numbering  1000  or  more), 
and  the  Board  of  Education,  cordially  approve  of  the 
introduction  of  manual  training  into  the  schools. 

1 1  seems  to  be  clear  that  the  general  course  of  study  is 
the  same  as  in  other  schools,  and  that  the  introduction 
of  manual  training  has  not  diminished  the  genera* 
scholarship  of  the  pupils;  on  the  contrary,  the  scholar- 
ship is  reported  to  have  been  improved. 

A  few  plates,  representing  the  work  of  pupils  in 
stick-laying  and  paper-embroidery,  are  given. 

(35) 


:800KS  oj^ 

CHILD  STUDY 

HalPs  Contents  of  Children's  Minds  on  Entering 

SCHOOL.  By  Dr.  G.  Stanley  Hall.  Details  the  results  of  an  inquiry 
into  a  matter  of  much  importance  to  primary  teachers.  A  knowledge 
of  what  the  average  child  already  knows  when  he  first  goes  to  school 
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how  to  teach  him. 

This  little  book  gives  the  results  of  careful  investigations  made  by  the 
writer  and  others  to  determine  the  amount  and  kind  of  knowledge  pos- 
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valuable  field  of  inquiry  and  shows  how  it  may  be  carried  on.  It  is  sure 
to  interest  teachers. 

All  "  Child  Study"  organizations  should  read  this  book.  Dr.  Hall  la 
the  acknowledged  eader  of  the  child  study  movement  in  this  country. 

Size,  6  3-8x4 1-3  inches.    56  pages.    Limp  cloth  covers.    25  cents. 

Hairs  A  Study  of  Dolls. 

By  Pros.  G.  Stanley  Hall.  This  is  a  very  full  account  of  one  of  the 
most  complete  and  satisfactory  Investigations  along  the  line  of  "Child 
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in  a  torm  tor  general  circulation  ^nd  must  prove  of  the  greatest  value  to 
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Child  study  circles  will  do  well  to  make  a  study  of  this  book. 

Si^e,  71-4x5  inches.    69  pages.    Limp  cloth  cover.    25  cents. 

Hairs  Story  of  a  Sand  Pile. 

By  G.  Stanley  Hall.  This  extreme'y  interesting  story  waspublished 
some  years  ago  in  Sciihnir'K  Mauazme  and  is  now  for  the  first  time 
made  accessible  to  the  great  body  of  teachers.    All  interested  in  the 

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Perec's  First  Three  Years  of  Childhood. 

By  Bkbnabd  Pebez,  Edited  and  translated  by  Alice  M.  Chrystie,  with 
an  introduction  by  James  Sully. 

This  is  the  most  widely  known  and  without  doubt  the  greatest  and 
most  valuable  study  of  infant  psychology.  It  is  an  impcrtant  book 
for  the  library  of  the  student  ol^  education.  For  the  great  body  of 
teachers  vvho  are  now  interested  in  Child  Study  this  is  the  first  book  to 
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Size,  7  i-?x  5  inches.  295  pages.  Library  cloth  binding,  SLBO  ;  t( 
teachers,  «1.20,  postage,  lo  cvnts. 


TWO  EXCELLENT 

SINGING  BOOKS 

SONG   TREASURERS 

v^ompiled  by  Amos  M.  Kellogg,  Editor  of  The  Teachers' 
Institute.  This  little  book  is  one  of  the  best  for  school  use  we 
have  ever  seen. 

1.  Most  of  tke  loo  pieces  have  been  selected  by  teachers  as  the 
ones  the  pupils  love  to  sing. 

2.  All  have  a  ring  to  them  ;  are  easily  learned. 

3.  Themes  and  words  are  appropriate  for  young  people.  Nature, 

the  Flowers,  the  Seasons,  the 
Home,  our  duties,  our  Creator, 
are  entuned  with  beautiful  mu- 
sic. 

4.  Great  ideas  may  find  an 
antrance  into  the  mind  thru 
music. 

5.  Many  of  the  words  hare 
been  written  especially  for  th« 
book. 

6.  The  titles  here  given  show 
the  teacher  what  we  mean  : 

Ask  the  Children,  Beauty 
Everywhere,  Be  in  Time,  Cheer- 
fulness, Christmas  Bells,  Days 
of  Summer  Glory,  The  Dearest 
Spot.  Evening  Song,  Gentle  Words,  Going  to  School,  Hold  up 
the  Right  Hand,  I  Love  the  Merrv  Merry  Sunshine,  Kind  Deeds, 
Over  in  the  Meadows,  Our  Happy  School,  Scatter  the  Germs  of 
the  Beautiful,  Time  to  Walk,  The  Jolly  Workers,  The  Teacher's 
Life.  Tribute  to  Whittier,  etc.,  etc. 

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BEST    PRIMARY    SONGS 

Compiled  by  Amos  M.  Kellogg.  Th  s  book  contains  a  selection 
of  the  best  primary  songs.  It  is  suited  to  primary  or  intermediate 
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■nd  the  music  attractive.  It  has  Opening  Songs,  Songs  for  all  the 
Seasons,  Welcome  Songs,  Nature  Songs,  etc  ,  etc.  There  should 
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KELLOGG'S 

RECEPTION  DAY  SERIES 

SIX   NUMBZRS. 

A  collection  of  Recitations,  Declamations,  Dialogs,  Class  Exercises, 
Memorial  Days.  Everything  in  these  books  can  be  used.  No  scenery 
required.  For  general  school  use  it  is  the  best  collection  published  ana 
the  cheapest.  Each  contains  IdO  pages  with  strong  and  pretty  cover. 
»oc.  each     The  set  of  6  postpaid  (nearly  1  000  pages)  for  only  >»  i  .00. 

Here  is  a  hint  of  what  imese  books  contain : 

NO    I  CONTAINS 

29  Recitations. 
14  Declamations. 

24  Selections  for  Primary  Classes. 

25  Dial.)gB,  among  which  are: 
"  Christmas,"  for  9  boys  and  6  girls. 
"  The  American  Flag."  for  3  boys. 
"  A  Stitch  in  Time  Saves  Nine,"  for 
8  girls.  "  The  Happy  Family,"  for 
2  girls  and  2  boys  "  Who  Shall 
Vote  ?  "  for  19  boys. 

NO.  2  CONTAINS 

29  Recitations. 

12  Declamations. 

24  Primary  Pieces. 

4  Memorial  Day  Programs  for 
Garfield,  Grant,  Mrs.  Sigonmey, 
Whittier. 

4  Clas^  Exercises -among  them 
being  Washington's  Birthday,  An 
Operetta,  The  Birds'  Party,  for 
Closing  Exercises. 

17  Dialogs. 

NO.  3  CONTAINS 

21  Recitations. 

18  Declamations. 
17  Primary  Pieces. 

22  Dialogs    among  them  these 
very  popular  ones:     Bob  Sawyer's  ' 
Evening  Party,"  for  4  boys  and  2 
girls;  "Work  Conquern,"   for  11  | 
girls  and  6  boys.     "Judging  by  I 
AppearanceB,"  for  6  boys.  | 


^JO.  4  CONTAINS 
21  Recitations. 

23  Declamations. 

5  Memorial  Days—Thomas  Camp- 
bell,  Longfellow,  Michael  Angelo, 
Shakespeare,  Washington. 

7  Class  Exercises,  including  one 
each  for  Christmas.  'I  hanksgiving, 
Arbor  Day,  Tree  Planting,  Wash" 
ington's  Birthday. 

8  Dialogs,  including  the  very  at" 
tractive  Mother  Goose's  Party,  for 
2  girls  and  4  boys. 

NO.  5  CONTAINS 

36  Recitations. 
16  Declamations. 

5  Class  Exercises  and  Memorial 
Days  as  follows :  Autumn  Exercisfe 
-IVfrs  Browning  Memorial  Day - 
Bryant  Memorial  Day— Christmas 
Exercise— Tree  Plarting  ExercisAB. 

24  Dialogs. 

NO    6  CO.NTAI.NS 

41  Recitations. 

6  Declamations. 

4  School-Room  Songs. 

15  Primary  Pieces, 
a  Dialogs  among  them  "  Haw  rs 
Hum."  for  8boys;  "  Choosing  Voca- 
tions." for  2  boys  and  8  girls. 

10  Class  Exercises,  including  "  A 
Flower  Exercise"  (for  little  ones  ; 
'*  A  New  Year's  Greeting ; "  Holmes' 
Exercises ;  Our  Nation's  Birthday; 
Washington's  Birthday  Exercise. 


Kellogg's  Special  Day  Books — n  volumes — Price,  25c.  each 

Kellogg's  School  Entertainment  Series — 17  volumes — Pn-t, 
15  cents  each. 


Teachers^  Manual  Library. 

nis  consists  of  twenty  five  little  books,  each  an  educatiotud 
fern.  It  contains  some  of  the  best  short  books  ever  written  on  edu* 
cation.  You  can  carry  one  with  you  and  read  in  odd  minutes. 
Bound  in  strong  manila,  uniform  in  size  and  style.  Price,  i^c.  eeu 

1.  Fitch's  Art  of  Questioning 

2.  Fitch's  Art  of  Securing  Attention 

3.  Sidgwick's  Stimulus  in  School 

4.  Yonge  s  Practical  Work  in  School 

5.  Fitch's  improvement  in  the  Art  of  Teaching 

6.  Gladstone's  Object  Teaching 

7.  Huntington's  Unconscious  Tuition 

8.  Hughes's  How  to  Keep  Order 

9.  Quick's  How  to  Train  the  Memory 

10.  Hoffman's  Kindergarten  Gifts 

11.  Butler's  Argument  for  Manual  Training 

12.  Groff's  School  Hygiene 

13.  How  to  Conduct  the  Recitation 

14.  Carter's  Artificial  Production  of  Stupidity  in  School 

15.  Kellogg's  Life  of  Pestalozzi 

16.  Lang's  Basedow :  his  Life  and  Educational  Work 

17.  Lang's  Comenius  :  his  Life  and  Educational  Work 

18.  Kellogg's  The  Writing  of  Compositions 

19.  Allen's  Historic  Outlines  of  Education 
ao.  Phelps's  Life  of  David  P.  Page 

21.  Lang's  Rousseau  and  his  Emile 

23.  Lang's  Horace  Mann ;  his  Life  and  Educational  Work 

23.  Rooper's  The  Child:  his  Studies  and  Occupations 

24.  Rooper's  Drawing  in  Infant  Schools 

25.  Dewey's  Educational  Creed 

V«  will  send  the  set  postpaid  for  $3.40  cash  In  advance.  //  will 
also  be  furnished  on  the  installment  plan.  For  terms  of  pay- 
ment address  the  publishers. 


EL.  KELLOGG  &  CO.,  61  E.  9th  Stteet^  New  York, 


\ 


School  Entertainment  Library* 

1^Adf  difficulties  teachers  have  in  trying  to  provide  suitaih 
material  for  school  entertainments  and  how  much  money  they 
spend  -without  very  satisfactory  results.  Here  are  seventeen 
books,  all  new,  made  with  the  needs  of  the  teachers  in  view, 
containing  exercises  of  the  most  attractive  kind  for  every  school 
occasion.  They  give  sufficient  material  for  many  years  at  a  cost 
much  less  than  would  otherwise  be  expended  for  something  that 
cannot  prove  as  satisfactory. 


\.  How  to  Celebrate  Arbor  Day      -       .       .       - 

2.  How  to  Celebrate  Washington's  Birthday  -       • 

3.  How  to  Celebrate  Thanksgiving  and  Christmas 

4.  Spring  and  Summer  School  Celebrations 

5.  New  Year  and  Midwinter  Exercises 

6.  Fancy  Drills  and  Marches    • 

7.  Christmas  Entertainments   • 

8.  Authors'  Birthdays.    No.  i  • 

9.  Authors'  Birthdays.    No.  2  - 

10.  Primary  Recitations 

11.  Lincoln  the  Patriot  (Patriotic) 

12.  At  the  Court  of  King  Winter 

13.  A  Visit  from  Mother  Goose 

14.  An  Object  Lesson  in  History 

15.  Banner  Days  of  the  Republic  (Patriotic)    • 

16.  Mother  Nature's  Festival  (For  Spring) 

17.  Christmas  Star  (Christmas)  -       -       •       - 


las 

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^5 

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"We  will  send  the  set  postpaid  for  $3.20  cash  In  advftnct.  //  vjill 
also  be  furnished  on  the  installment  plan.  For  terms  address 
the  publishers. 


B.L.  KELLOGG  &CO.»  6)  E.  9th  Street,  New  Yotk 


THE,  TE,ACHE.RS'  INSTITU 

Ti...  T.M.,i..-rH'  >iiiv..Aine.     .Moutbly,  §1  a  Year. 
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THE  SCHOOL  JOURNAL 

Wefkl.v,  at  S'<i.<»0  a  Vrar. 


'I'.;    A    •■  i;i'.r:-tiiia^ "    .Niiinljir    ot     .-J   pp.;    A    "  I'r; 


THE,  PRIMARY  SCHOOL 


MontltlT,  SI  n  Year. 


oldefif,  the  most 
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t'hu-f-  jf  the  liril  iiJULX  it-arc'  wurk.  ructivcc  help  thru  its  coiumus. 

EDUCATIONAL  FOUNDATIONS 

i^ioiithlv,    !|iit  a  Year 


year  tn  ri'a.l  it  toi;>the-r. 
■aic  nearly  9(0  pages,  eqnal  to  thre*    area  booku   thai 


OUR  TIME.S 


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of  the  important    events,  discover 
plan  of  this  paper  is  to  gtve:    1.   A 

:  he  Leading  Kvents  of  the  Month.    2 

^  aud  Discovcrloa.    3.  Interesting  Geographical  Material 
'f  General  Interest,  relating  to  these  and  other  kindred 

■ii  ns  32  pagea.   in   maktazine  form,   nicely  i)lastrat«d   wit> 
pictures  of  leading  inT»u»«)DB. 


E    L     "                   jG&CO     ^    Largest  Eluiational         Kl  B    ntk  C|      M    V 
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This  book  is  P 


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9V  V 


^  ^^p  "•" '^''ve  in  trying  to  provide  suitable  nnteri 

'"■r  j^""  ill    'o.?  much  money  they  spend  » 

very  E  ..iw  ,  r.:.;  t>rirty  five   books,  all  new 

•'.iiD  lb  J  f  J  '  ■mr«  m  new,  oaniaining  exx,Tc-ifi^  • 

meet  at*!.,      .^  for  every  ssliool  oecaslon.    They  give  eufliciei 

material  formanj  years  at  a  cost  mnch  less  than  would  otherwise  ' 
expended  for  something  that  cannot  prove  as  satisfactory. 

RE,CEPTION  DAY  SERIELS 

six  nos.    160  pp.  each,  20c.;  set  postpaid,  $1.00. 

1 .  How  to  Celebrate  Arbor  Day,  -  -  -  - 

:.  How  to  Celebrate  Washington's  Birthday,      ^^ 

1.  How  to  Celebrate  Thanksgiving  and  Christm^t! 

■].  Spring  and  Summer  School  Celebrations,        ^ft; 

=..  New  Year  and  Midwinter  Exercises,      -  5t 

o.  Fancy  Drills  and  iVlarches,  -  -  ^        - 

-.  Christmas  Entertainments, 

'^.  Authors' Birthdays.     No.  i, 

o.  Authors'  Birthdays.    No.  2, 

io.  Primary  Recitations^ 

I  I .  Patriotic  Quotations,     - 

12,  ■  Lincoln  the  Patriot    (Patriotic), 

IV  At  the  Court  of  King  Winter    (For  Christmas) 

14.  A  Visit  from'Mother  (ioose    (For  Christmas)  « 

15.  An  Object  Lesson  in  History,  -  S 

16.  Banner  Days  of  the  Republic    (Patriotic),         | 

17.  Mother  Nature's  Festival    (For  Spring), 
=  S.  Christmas  Star .  (.For  Christmas), 
i).  Primary  Fancy  Drills,     -  -  -  - 
3().  New  Year's  Reception, 
:  1 .  Work  Conquers    (Closing  Exercise) 
22.  A  Fancy  Scarf  Drill,      .... 
•1.  A  Noble  Spy    (A  Play  for  Boys.     Six  acts),'     - 

■  |.     Mother  Goose  Festival    (Musical  Entertainment 
=,.     Little  Red  Riding.;Hood     (Musical  P[%y), 

2i>.  A  Christmas  McCTing,   -  -  "- 

27.  Arbor  Day  in  the  Primary  Room, 

28.  Uncle  Sam's  Examination, 
2Q.  Crowning  of  Flora,       .  .  .  . 
v:>.  A  Bird,  Play,      ----- 
■>i.  Farmers' School  and  The  Visit, 
^2.  Shakespearc'sX'ng  Richard  III.    (For  Schools), 
33.  Six  Musical  Entertainments, 
?4.  Home  Coming  of  Autumn's  Queen, 
■,^.  Our  Lysander,    . 

One  Dollar  Cash,  and  seven  n>r.  tKiv  ., . 

■nree  this  complete  st't  deliver'  1  .1  ii  1 i 

".*A  new  catalog  denpMWji'  ,-^1^1  ;ni-l  . 

■  r^nirinioiits  sent  free  i-fli  Vnn>1ii'n)i<'ii;    t-.cx^hsS-arefuliv  cia-HinijuaMa  o 

L  L.  KELLOGG  JfTb.f'aTSfe'' 61 E  9th 


